The Final Essay

Due Date: Monday March 10, by 4:00 pm to Canvas

Your essay will explain your position for or against banning the book. You are stating your reasoned opinion of the book’s challenge/ban. You have researched the issues involved with your book. You have read it yourself to form your own opinion. In the evaluation, you share your expertise. 

The Evaluation Required Content:

1. 1. Standard introduction that includes:
      • Basic ideas about book challenges and banning.
      • Introduction to your book
      • Thesis Statement: A claim that states your educated and reasoned opinion of the quality/value of the book AND whether you agree or disagree with the challenge.

• 2. Challenge Information: At least one paragraph describing the circumstances of the book’s challenge. Provide detailed information about who, when, where, why, and how the book has been challenged or banned. Follow the challenges by researching through the databases, in particular the newspaper articles, to find primary sources discussing the challenges. Most of you will be able to find this information. 
• If research provides little information about the book’s challenges, then author provides explanation of circumstances developed through reasoned inference and speculation.
• At least 1-2 sources from the Class Project Page to enhance the basic information about the challenge.

1. 3. Your Argument: to establish whether you agree or disagree with the challenge AND the quality/value of the book. You will need to support your argument for both your position on the challenge and the quality/value of the book with evidence and explain your ideas. 

• • • Author’s position on the challenge: At least two complete and focused paragraphs explaining the author’s position on the book challenge/ban. Directly respond to the book’s challenges. Do you agree with the challenge? Why or why not? Are there portions of the challenge you agree with? Why or why not? Why should readers be able to read this book, or why should they be prevented from reading the book? What might they gain or not gain from reading the book or not reading the book? If relevant, consider our discussions of the “The Freedom to Read Statement.”
      • These paragraphs must include at least two pieces of evidence from the sources available through the Class Project Page to support and advance your position on the challenge.

• • • Quality/Value of the book: At least two complete and focused paragraphs explaining the author’s position on the quality or value of the novel. You will offer your educated and reasoned opinion of the book’s quality/value. To explain the quality of the book, you need to explain whether it is entertaining and enjoyable to read—why or why not? The quality of the book might address how well the literary elements are developed (plot, setting, character, conflict). While the value of the book would consider what this book has to offer the world. What makes this book valuable? You should write about both the quality and/or value. 
      • These paragraphs must include at least two pieces of evidence from the sources available through the Class Project Page to support or advance your position on the value/quality of the novel.
  • Standard Conclusion: remember that a conclusion should mirror the introduction in length, reiterate each of your main ideas from throughout the essay, and then make one final statement that you want your reader to take away from your ideas.

Acceptable sources to use for this essay: Newsletter on Intellectual Freedom, Hitlist, Banned Books Reference Series, Newsbank, Lexis Nexis, ProQuest, Novelist, and the Literature Resource Center—any source you find through the library class project page. **If you are unable to find sources through these options, YOU MUST talk to Ms. Arnold or me before seeking out other resources. NO EXCEPTIONS.    

Format: formal, double spaced, regular 12-point font, MLA format.

Audience: your classmates, parents, me, and the public.

Length: 3-4 pages (these pages do not include the research journals, reflections of bibliography)

Documentation: The use of outside sources means the evaluation must have documentation. Use MLA format, in-text documentation, and include a “Works Cited” page at the end that meets MLA standards.

Rubric

A	B	C
	Writing Process: completion of rough draft, peer review, and productive during in-class workdays.
	Focus: The essay stays on topic by explaining the author’s position on the challenge and the quality or value of the novel.
	Organization: Essay begins with a basic introduction, includes topic sentences that refer to the thesis statement, most paragraphs also include transitions, and essay ends with a basic conclusion.
	Evidence: Most paragraphs provide evidence from their research and fully explain their ideas.
	MLA: Uses correct format with 12-point TNR Font, double spaced, 1-inch margins, and complete header; uses formal tone.
	Sentence variety and word choice: Includes a variety of sentences; word choice is generally concise and clear.
	Grammar and mechanics: Most words are properly spelled, there are few run-on sentences, comma splices, and uses literary present tense.